Exploring the Use of Narratives to Understand Pre-service Teachers' Practicum Experiences from a Sociocultural Perspective
AUSTRALIAN JOURNAL OF TEACHER EDUCATION, cilt.43, sa.4, ss.159-174, 2018 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 43 Sayı: 4
- Basım Tarihi: 2018
- Doi Numarası: 10.14221/ajte.2018v43n4.9
- Dergi Adı: AUSTRALIAN JOURNAL OF TEACHER EDUCATION
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
- Sayfa Sayıları: ss.159-174
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Gazi Üniversitesi Adresli: Evet
Özet
This paper reports on an exploratory study designed to investigate what aspects of practicum pre-service teachers narrate as meaningful experiences and how these narratives help them promote teacher awareness and professional development. The study is conducted with 21 fourth-year pre-service teachers attending the practicum at the time of the study. The data consist of 84 narratives written in 2015-16 academic year and oral interviews with pre-service teachers conducted in seminar courses. A two-person review panel analysed the data through inductive data analysis from a sociocultural perspective. The analysis points to the nature of narratives, the practicum school context these narratives emerge, and the link between narratives and their contributions to pre-service teachers' awareness and professional learning. The article concludes by considering implications for developing the content of practicum and pre-service teachers' reflective practices.